First, a little background. I teach Chemistry and don't use much e-technology in my classrooom - primarily due to the size of my classes and the space constraints, some of my stubbornness of changing my style of teaching, and to limitations to types of technology in the building. So far through this program, I am excited to physically work on an online course (which has been started) and was very pumped to Skype for the first time and start feeling comfortable with new e-learning possibilities. I know that I will be able to use both of those quite a bit in my classes (Skype which will require only one computer and has so many uses - and definitely a program like Moodle in the very near future, as I believe we may be offering that for the next school year.) I've also found that the social bookmarking and online storage sites can be very helpful to guide students to interesting, applicable and appropriate science websites and can also help teachers find and use great sites and share materials while saving valuable time and avoiding frustration. I'm sure that there will be some more tools that we will cover that will also find its way into an online course or into the traditional calssroom. I'm very much looking forward to learning these new tools!
After reading section 2 of TACCLE, there were some interesting points raised that I am interested in showing our district, especially dealing with e-learning tools that could be used within a "traditional" classroom. I have taken a few online courses in the past, and I was much more engaged in the content when both sychronous and asynchronous learning was happening. I can remember a particular course where it was just text material and quizzes - very boring AND hard to stay motivated (talk about procrastination-city!) It was also nice in Chapter 15 to point out that just putting content online wasn't enough - e-technologies are part of the toolkit but are not a replacement - we need to vary the content and delivery method. I did appreciate reading in Chapter 14 that the teachers' role has changed to helping students become autonomous learners and TAKE RESPONSIBILITY for their learning. This works in both an online and a traditional learning environment (something that today's parents/students/teachers/administrators need to realize!)
In Chapter 16, the primary focus was on assessment. The idea of giving a clear set of instructions and making sure that assessments have a meaningful purpose was also brought up during our last online meeting when we were discussing the three articles. The part of the chapter that really stuck out to me was the interactivity portion - that tests sometimes are not enough and don't mimic the learning process. In my classroom, some of the greatest joys are when students are able to explain and help teach concepts to others - I always tell them that if they aren't getting something that I've already covered, that they should ask a friend - because, if they can explain it, I know that they've got it. The last part that I found that was particularly interesting was the concept that we are teaching "digital natives," but in most schools, we nix the use of most technologies - mostly because of texting/cheating, the possibility of encountering predators, or (what I think is the main reason) a lack of understanding of how these e-technologies can help. I am a rebel (haha!) and do break the school rule of no cell phones - since my class is heavy in math content, most students don't have or bring a calculator, but ask if they can use the one on their phone (my answer? you bet!). Sure, during a test I am more observant making sure that answers are not texted back and forth, but if they have that technology, I don't want to ban it from learning. (Now, if I can convince the administration that using it is a good thing...any ideas?)
You are definitely a rebel, but you're helping students succeed. Not all of our kids have calculators, but most have cellphones. It will be interesting to see where our district and schools in general go with technology policies in the future. Its hard to say, there's so much potential for them to just text back and forth (the modern version of passing notes), but there's also a ton of potential for them to use the technology in their pocket for learning -- web access, apps, video, etc. I wonder what happens with students that don't have smartphones. I also like your approach of having the students become the teachers -- if they can explain it, then they know it. That's a great way to assess understanding and mastery of a skill. Have you asked your administration to come in and observe how you allow students to use their phones? I wonder if they see it being put to good use, they'll consider exceptions to the policy.
ReplyDeleteA am glad to hear the level of enthusiasm you feel for the Chem Moodle development. I felt the same way as we developed the bio class. Make sure you push to have as much time as you can get to develop and redesign the class. I know as I was reading some of the required reading of the 502 class I see some areas we need to develop for biology. Make sure there is multiple assessment opportunities and feed back from the facilitator.
ReplyDeleteOne final note, I too allow students to use cell phones as calculators, I even let them research topics that come up in class!
I agree with your point about being more engaged in courses where both synchronous and asynchronous interaction takes place. Motivation is so important. I also think that realizing a vision for where we want our classes to go and grow to be is important. I takes time to develop, but is essential to moving our students forware.
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